cs702 - home

CS702 - Computer Programming II period 6 - 4th Marking Period

Wednesday - Friday May 27 - 29, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.
Objective: Assessment

Paper and Pencil Assessment: Final Exam Multiple Choice

Work silently and individually
Use your notebook
Use your program files
Use both textbooks
Do not write on the stapled packet
Scratch paper on table on the side of room
Turn in pencil and all papers when done

Finish C++ Program: WordJumble.cpp page 91 in Dawson textbook.
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.
C++ Program: WordJumbleScoring.cpp page 97 in Dawson textbook.Exercise 1.
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.
C++ Programs: Chapter 4 programs from the black textbook
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday May 26, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.
Objective: Assessment

Google Doodle

Paper and Pencil Assessment: Final Exam Multiple Choice
Finish C++ Program: WordJumble.cpp page 91 in Dawson textbook.
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday May 22, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.

Read: Introducing Word Jumble pages 90 - 94 in black paperback Dawson textbook.

C++ Program: WordJumble.cpp page 91 in Dawson textbook.
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday - Thursday May 19 - 21, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.

Paper and Pencil Handout: Finish and turn in Chapter 3 Review (Dawson) pages 1 through 5

C++ Program: TicTacToeBoard.cpp P. 89 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday & Monday May 15 & 18, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.

Paper and Pencil Handout: Finish and turn in Chapter 3 Review (Dawson) pages 1 through 5

Finish and have checked -- C++ Program: SearchWord.cpp (Directions in binder)
C++ Program: TicTacToeBoard.cpp P. 89 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday & Thursday May 13 & 14, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store, access, and manipulate sequences of any type, effectively.

Read in Dawson book: P. 87-90 Understanding C-Style Strings & Using Multidimensional Arrays

C++ Program: TicTacToeBoard.cpp P. 89 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday May 12, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Students will analyze code with string objects.

Read: Chapter 3: For Loops, Strings, and Arrays: Word Jumble (in binder)

Critical Information: A string is an object rather than a data type even though operates similarly to a data type.
Critical Information: There are several member functions for string Objects including size, erase, find, etc.
Critical Information: The first position in a string object is at the start and has the position number 0.
C++ Program: SearchWord.cpp (Directions in binder)
Paper and Pencil Handout: Chapter 3 Review (Dawson) pages 1 through 5

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday May 11, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Students will analyze code with string objects.

Paper and Pencil Handout: Chapter 3 Review (Dawson) For Loops, Strings, and Arrays: Word Jumble (in binder)
page 3 fill in the blank 28 - 39
Refer to the black paperback textbook.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday May 8, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Students will analyze code with string objects.

Paper and Pencil Handout: Chapter 3 Review (Dawson) For Loops, Strings, and Arrays: Word Jumble (in binder)
page 2 fill in the blank 14 - 27
Refer to the black paperback textbook.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday & Thursday May 6 & 7, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Students will analyze code with string objects.

Paper and Pencil Handout: Chapter 3 Review (Dawson) For Loops, Strings, and Arrays: Word Jumble (in binder)
page 1 fill in the blank 1 - 13
Refer to the black paperback textbook.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday & Tuesday May 4 & 5, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store access, and manipulate sequences of any type, effectively.

Google Doodle

Finish back work.
Read in Dawson book: P. 83-87 Using Arrays
C++ Program: Hero's Inventory.cpp P. 83 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.
Critical Information: A string is an object rather than a data type even though operates similarly to a data type.
Critical Information: There are several member functions for string Objects including size, erase, find, etc.
Critical Information: The first position in a string object is at the start and has the position number 0.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday May 1, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store access, and manipulate sequences of any type, effectively.

Refer to Chapter 2 in black paperback textbook.
Paper and Pencil Handout: Chapter 2 Review (Dawson) page 5

C++ Program Filename: AB123.cpp Start with Blank.cpp
Write a program that has nested for loops and uses the fewest number of lines of code to produce the following output.
A1B1B2B3A2B1B2B3
Do NOT use this line of code. cout << "A1B1B2B3A2B1B2B3\n";
Read in Dawson book: P. 83-87 Using Arrays
C++ Program: Hero's Inventory.cpp P. 83 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.
Critical Information: A string is an object rather than a data type even though operates similarly to a data type.
Critical Information: There are several member functions for string Objects including size, erase, find, etc.
Critical Information: The first position in a string object is at the start and has the position number 0.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday April 30, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Students will be able to use arrays to store access, and manipulate sequences of any type, effectively.

Refer to Chapter 2 in black paperback textbook.
Paper and Pencil Handout: Chapter 2 Review (Dawson) page 4

Read in Dawson book: P. 83-87 Using Arrays
C++ Program: Hero's Inventory.cpp P. 83 (start with Blank.cpp)
Add comments by your code to explain what is occurring based on the explanations in your reading and what you already understand.
Critical Information: A string is an object rather than a data type even though operates similarly to a data type.
Critical Information: There are several member functions for string Objects including size, erase, find, etc.
Critical Information: The first position in a string object is at the start and has the position number 0.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday April 29, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Objective: Use nested for loops.
Critical Information: A for loop repeats a specified number of times.
Critical Information: The specified number can be a numeric literal or a numeric variable.

Refer to Chapter 2 in black paperback textbook.
Paper and Pencil Handout: Chapter 2 Review (Dawson) page 3 #30 - #37

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday April 28, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Understand string objects and string operations in programming.

Refer to Chapter 2 in black paperback textbook.
Paper and Pencil Handout: Chapter 2 Review (Dawson) page 2 #16 - #29

Read: Pages 75 - 82 (Dawson, black paperback textbook)
Handout: StringTester.cpp Questions

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday April 27, 2015
Goal: Students will be able to analyze, create, implement, and debug algorithms that use loops, string objects, lists, and arrays to produce programs that are as good as the benchmarks.
Learning Target: Understand string objects and string operations in programming.

Refer to Chapter 2 in black paperback textbook.
Paper and Pencil Handout: Chapter 2 Review (Dawson) page 1 #1 - #15

Read: Pages 75 - 82 (Dawson, black paperback textbook)
C++ Program: StringTester.cpp (in binder)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Refer to pages 71 to 75 to answer the questions.
Paper and Pencil Weekly Sheet:
1. For loops are particularly suited for (_) and moving through a (_) of things (like the items in an (_) character's inventory).
2. Write the generic form of a for loop?
3. Rewrite this for loop section of code with the necessary corrections.
cout >> "Counting forward:/n";
for ( n++; int n = 0; n < 10)
asdcout << n >> " ";

Critical Information: A for loop repeats a specified number of times.
Critical Information: The specified number can be a numeric literal or a numeric variable.
Finish C++ Program: Chapters.cpp (Directions and output in binder.)
Start with the Continue.cpp template to create a program that uses nested for loops to display the table of contents of a book with chapters and sections.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil Weekly Sheet:
Write the output of these sections of code.
1.
for (int i = 9; i >= 0; --i)
asdcout << i << " ";
2.
for (int n = 0; n <= 50; n+=5)
asdcout << n << " ";
3.
cout << "Counting with nested for loops:\n";
const int ROWS = 4;
const int COLUMNS = 2;
for (int k = 0; k < ROWS; ++k)
{
asdfor (int j = 0; j < COLUMNS; j++)
asdasdcout << k << "," << << j << " ";
asdcout << endl;
}

Critical Information: A for loop repeats a specified number of times.
Critical Information: The specified number can be a numeric literal or a numeric variable.
C++ Program: Chapters.cpp (Directions and output in binder.)
Start with the Continue.cpp template to create a program that uses nested for loops to display the table of contents of a book with chapters and sections.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil Weekly Sheet:
1. Write all the possible outcomes of a 2 question True False quiz.

C++ Program Filename: FourFive.cpp (directions and output in binder)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday April 21, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use for loops for outputting the ASCII codes.

Read: Read in the black paperback Dawson textbook, pages 71 - 75.
Paper and Pencil Weekly Sheet:
1. True or False: The generic form of a "for" loop is
for (intialization; test; action)
asdstatement;
2. The action part involves incrementing a (_).
3. The cycle repeats until the test is (_).
4. What are nested loops?
5. The important thing to remember is that the inner loop is executed in full for each iteration of the (_) loop.

Finish C++ Program: ForLoopCubesInput.cppMake the ForLoopCubes.cpp program better by having it ask the user for the range of numbers.
C++ Program: AsciiCodes.cpp (in binder)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday April 20, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use for loops for repeating code.

Paper and Pencil Weekly Sheet:
Write the output produced by these nested for loops.
for (n = 2; n <= 8; n+=2)
asdfor (k = 1; k <= 3; k++)
asdasdcout << n << " " << k << '\n';

Finish C++ Program: ForLoopCubes.cpp (in binder)

C++ Program: ForLoopCubesInput.cppMake the ForLoopCubes.cpp program better by having it ask the user for the range of numbers.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday April 17, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use switch case statements to select a section of code to execute.
Learning Target: Use for loops for repeating code.

Paper and Pencil Weekly Sheet:
Rewrite this code with corrections.
for (n <= 5, n = 1, n--);

C++ Program: ForLoopCubes.cpp (in binder)
Make the program better by having it ask the user for the range of numbers.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday April 16, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use switch case statements to select a section of code to execute.
Learning Target: Use for loops for repeating code.

Paper and Pencil Weekly Sheet:
Here is an example of a for loop in C++
ForLoop 50 Asterisks.png

1. What does i = 1 do?
2. What does i <= 50 do?
3. What does i++ do?
4. What does cout << "*\n"; do?
5. Describe specifically what the output of this part of the program will look like.

Critical Information: A for loop repeats a specified number of times.
Critical Information: The specified number can be a numeric literal or a numeric variable.
C++ Program: Asterisks.cpp (in binder) This must be finished and checked today!!!
C++ Program: ForLoop.cpp (in binder) This must be finished and checked today!!!!
Finish and Turn in the Paper and Pencil Handout: Questions on Switch Structure Notes & Ch. 7 Summary (Anthony, Matthew, Carlos, David, Carlos) Today!!!

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday April 15, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that use the switch structure while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Use switch case statements to select a section of code to execute.

Paper and Pencil Weekly Sheet:
1. What is the purpose of the keyword "break" in a switch case structure?
2. True or False: A switch structure is a multi-way selection structure.

Critical Information: Switch statements work only with integers or single characters, not floats or strings.
Switch structures are especially useful for implementing menus.
CONTINUE WORKING ON THE FOLLOWING ASSIGNMENTS
C++ Program: PlanetWeight.cpp
Start with Continue.cpp Directions and test data in binder.
Read: Switch Structure Notes & Chapter 7 Summary
Paper and Pencil: Questions on Switch Structure Notes Ch. 7 Summary
C++ Program: Shipping.cpp Directions in binder. ALSO ADD a menu choice "Drone" for which the cost will be $20.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday April 14, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that use the switch structure while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Use switch case statements to select a section of code to execute.

Paper and Pencil Weekly Sheet: What data types are acceptable for the case?

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday April 13, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that use the switch structure while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Use switch case statements to select a section of code to execute.

Paper and Pencil Weekly Sheet: Explain how a switch case statement works.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday April 10, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that use the switch structure while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Use switch case statements to select a section of code to execute.

Read: Switch Structure Notes & Chapter 7 Summary

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday - Thursday April 7 - 9, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that use the switch structure while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Use switch case statements to select a section of code to execute.

Read: in black paper back textbook: P. 43 - 46 Using the switch Statement
Chapter 2 Truth, Branching, and the Game Loop: Guess My Number

Critical Information: Switch statements work only with integers or single characters, not floats or strings.
C++ Program: PlanetWeight.cpp
Start with Continue.cpp Directions and test data in binder.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Computer Fair Categories

app inventor for android

NarrativeBlank.docx

Thursday April 2, 2015
Goal: Students will be able to create a project for the computer fair.

Discuss: What did you like about the computer fair?

What do you think should be done differently for the computer fair?

Pennsylvania Computer Fair Website
Prepare for next level of computer fair.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Play an April Fool's joke on someone!

Attend the computer fair in the library.
Let me know what you liked.

Paper and Pencil in Folder:
Turn in opinion sheet from computer fair.

Wednesday - Tuesday March 18 - 31, 2015
Goal: Students will be able to create a project for the computer fair.

Elijah, Carlos Martinez, or Matthew go to D101 to pick up laptops #21, 22, and 23.
Get your binder and have your planning document ready for adding notes, etc during this period.
Planning document for project

Anthony, work on the documents for your board. Refer to Ajmal's board from last year as an example.
Carlos Morales, Michael, Kelvin, David, and Daniel, I put App Inventor Tutorial directions in the back of your binders.
Work on Your Computer Fair Project:

Look at previous boards
Answer the questions in the narrative. (See blank narrative above.)
Make a directions page for the judges.
Use WordArt in Word to Make Headings for your board

Reference Links for Lessons on: Dreamweaver, PhotoShop, Flash
McCaskey Campus Computer Fair
Pennsylvania Computer Fair Website
Critical Information: You must have a planning document which includes notes, storyboard, and/or flowchart.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Get your binder and have your planning document ready for adding notes, etc during this period.
Planning document for project
1. Do you have an idea for a computer fair project? Yes or No
2. Have you started your computer fair project? Yes or No
3. Do you have a partner or partners to work with? Yes or No
4. If you have partners who are they?
5. If you don't currently have a partner, who do you think you could partner with?
6. What software are you using to do you computer fair project?
a.) Scratch 1.4 on school computers
b.) Scratch 2 which I used at home but isn't on the school computers
c.) Web-based Scratch
d.) App Inventor & my own Android operated mobile device
e.) App Inventor, but I don't have my own Android operated device
f.) other, specify
7. What is your concept?
8. What is the title of your project?
9. Do you realize that you need a planning document such as notes, a storyboard, or a flowchart? Yes or No
10. Do you understand that you must make a nice looking display board? Yes or No

Work on Computer Fair Project
Reference Links for Lessons on: Dreamweaver, PhotoShop, Flash
McCaskey Campus Computer Fair
Pennsylvania Computer Fair Website
Critical Information: You must have a planning document which includes notes, storyboard, and/or flowchart.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Get your binder and have your planning document ready for adding notes, etc during this period.
Planning document for project

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Get your binder and have your planning document ready for adding notes, etc during this period.

http://www.drawastickman.com/

C++ Program: TaxTotal.cpp directions in binder
Work on Computer Fair Project
Reference Links for Lessons on: Dreamweaver, PhotoShop, Flash
McCaskey Campus Computer Fair
Pennsylvania Computer Fair Website
Critical Information: You must have a planning document which includes notes, storyboard, and/or flowchart.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday March 9, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Get your binder and have your planning document ready for adding notes, etc during this period.

C++ Program: TaxTotal.cpp directions in binder
Critical Information: Remember to include all the necessary header files.
McCaskey Campus Computer Fair
Pennsylvania Computer Fair Website
Work on Computer Fair Project
Reference Links for Lessons on: Dreamweaver, PhotoShop, Flash
McCaskey Campus Computer Fair
Pennsylvania Computer Fair Website
Critical Information: You must have a planning document which includes notes, storyboard, and/or flowchart.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday March 4, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Paper and Pencil Weekly Sheet:
float SalesTaxRate, SalesTax, Price, Total;
1. Explain what this line of code does.
SalesTax = SalesTaxRate / 100 * Price;
2. Explain what this line of code does.
Total = Price + SalesTax;
3. Explain what this line of code does.
Total = Price + SalesTaxRate / 100 * Price;

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday March 3, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Paper and Pencil Weekly Sheet:
1. What is the sales tax in PA?
2. What mathematical operation is indicated by the word per?
3. What does the word cent translate to mathematically?
4. True or False: 8% = 8 / 100 = .08
5. If you purchase a phone case for $13.99 and there is 6% sales tax on the item, how much do you pay in sales tax?
6. If you purchase a snow shovel for $22.50 in a place where there is 4.5% sales tax on the shovel, how much do you pay altogether, including the price of the shovel and the sales tax?
7. Write a line of code to calculate the sales tax using these variables.
float Price, SalesTaxRate, SalesTax;
8. Show that your assignment statement will work for the data in #5.
9. Write a line of code to calculate the total paid using these variables.
float Price, SalesTaxRate, SalesTax, Total;
10. Show that your assignment statement will work for the data in #6.

C++ Program: TaxTotal.cpp directions in binder
Critical Information: Remember to include all the necessary header files.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday March 2, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Paper and Pencil Weekly Sheet:
1. Describe what this program does.

2. What 2 loops should be added to this program to make it better?

C++ Program: TaxTotal.cpp directions in binder
Critical Information: Remember to include all the necessary header files.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday February 27, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

1. What program can you use as an example to see how to set up columns?
2. What program can you use as an example to see how to change the formatting of numeric output?
3. What program can you use as an example to see how to write an assignment statement that uses a percent?
4. What program can you use as an example of how to output a number with a specific number of digits to the right of the decimal point?
5. What is the difference between a while statement and an if or if else statement?
6. What is the difference between a while and a do while?

C++ Program: TaxTotal.cpp directions in binder
Critical Information: Remember to include all the necessary header files.
Have these programs checked by Miss Hangen:
C++ Program: Columns.cpp Directions in the binder.
C++ Program: SphError.cpp Finish and have it checked.
C++ Program: PerCent.cpp Finish and have it checked.
C++ Program: CoutSetF.cpp Finish and have it checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday & Thursday February 25 & 26, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

1. What 2 lines of code do you need to make the output appear as money?
2. In the Sphere program why did the output for a radius of 9.2e-5 appear as zero?
3. What could you do to change that?

Critical Information: Remember to include all the necessary header files.
Have these programs checked by Miss Hangen:
C++ Program: Columns.cpp Directions in the binder.
C++ Program: SphError.cpp Finish and have it checked.
C++ Program: PerCent.cpp Finish and have it checked.
C++ Program: CoutSetF.cpp Finish and have it checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday February 24, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

1. What Line of code is needed prior to setprecision so the number in parentheses after setprecision will be the number of digits to the right of the decimal point?
2. What line of code puts the following output in exponential notation?
3. How do you think you can fix the output of the SphError.cpp program so that it will output in exponential notation when the input is in exponential notation.
4. Try it in your program. Does it work? Yes or No

C++ Program: Columns.cpp Directions in the binder.
Critical Information: Remember to include all the necessary header files.
Have these programs checked by Miss Hangen:
C++ Program: SphError.cpp Finish and have it checked.
C++ Program: PerCent.cpp Finish and have it checked.
C++ Program: CoutSetF.cpp Finish and have it checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday February 23, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

float Fahrenheit, Celsius;
1. Which of these will produce the correct results for calculating the temperature in degrees Celsius when provided the temperature in degrees Fahrenheit?
a) Celsius = 5/9 * (Fahrenheit - 32)
b) Celsius = 1.8(Fahrenheit - 32)
c) Celsius = 5.0/9.0 * (Fahrenheit - 32)
d) Fahrenheit = 1.8 * (Celsius - 32)
e) Fahrenheit = 5.0/9.0 (Celsius - 32)
2. Which of these will produce the correct results for calculating the temperature in degrees Fahrenheit when provided the temperature in degrees Celsius?
a) Fahrenheit = 9/5 * Celsius + 32
b) Celsius = 1,8 * Fahrenheit + 32
c) Fahrenheit = 1.8 * Celsius + 32
d) Fahrenheit = 5.0/9.0 * Celsius + 32
e) Celsius = 1.8 * Fahrenheit - 32

Critical Information: Remember to include all the necessary header files.
C++ Program: SphError.cpp Finish and have it checked.
C++ Program: PerCent.cpp Finish and have it checked.
C++ Program: CoutSetF.cpp Finish and have it checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday February 20, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Paper and Pencil Handout: Evaluating Control Expressions Part III with Relational and Logical Operators
Finish and turn in

Critical Information: Remember to include all the necessary header files.
C++ Program: Finish previous programs. See directions in your binder.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday February 19, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.
Objective: Debug.

Paper and Pencil Handout: Evaluating Control Expressions Part III with Relational and Logical Operators
Pages 5 and 6

Critical Information: Remember to include all the necessary header files that allow the output formatting to work properly.
C++ Program: SphError.cpp If you are using Google Chrome, do a right click on the file and choose Save link as... Save it to the desktop.

SPHERROR.CPP

Save the file to your desktop. Debug. See directions in your binder.
Have programs checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday February 18, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Objective: Format output.
Objective: Use compound conditions effectively.

Paper and Pencil Handout: Evaluating Control Expressions Part III with Relational and Logical Operators
Pages 3 and 4

Critical Information: Remember to include all the necessary header files that allow the output formatting to work properly.
C++ Program: PerCent.cpp (Objective: Change a percent to a decimal number.) in binder - start with Blank.cpp
Have programs checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday February 17, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Objective: Format output.

Paper and Pencil Handout: Evaluating Control Expressions Part III with Relational and Logical Operators
Pages 1 and 2

Critical Information: Remember to include all the necessary header files that allow the output formatting to work properly.
C++ Program: CoutSetF.cpp (Objective: Format numeric output.) in binder - start with Blank.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday February 13, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout:
1. What does 9/5 evaluate to in C++?
2. What does 9.0/5.0 evaluate to in C++?
3. Solve the formula F = 9/5 * C + 32 for C.
4. What data type is used for a single character such as Y, N, C, F, y, n, c, or f?
5. What structure is good for catching bad data?
6. What branching structure is useful for deciding between 2 courses of action?
7. Do you know if the user will type a lowercase or uppercase letter?
8. Do you know if the user will type one of the correct choices of letters?
9. Do you know if the user will just type one letter?
10. True or False: cin.ignore(80, '\n'); flushes the input stream of extra characters.
11. Describe where you will need cin.ignore(80, '\n'); in your program?
Finish all Do Now assignments for the week and turn in your paper with your name and dates.

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
Paper and Pencil Handout: Evaluating Control Expressions Part III with Relational and Logical Operators
Page 1
Critical Information: Remember to type your code so that unwanted truncating does not occur.
Critical Information: Flushing the input stream is necessary when the user could type more characters than the variable will accept.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday February 12, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout: Look at the TempConvertBothWays.cpp output that I have provided to answer these questions.
1. Explain the thinking process you went through to code the TempConvertBothWays.cpp program.
2. Explain the coding and debugging process you went through to get your program to work.
3. Explain how you checked your program to know that it did all the things it was required to do, and did them correctly.

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
TempConvertBothWays Intro.PNG

Critical Information: Remember to type your code so that unwanted truncating does not occur.
Critical Information: The condition for a bad data while loop evaluates to true when the data is bad.

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
15.5	59.9

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday February 11, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout: Look at the TempConvertBothWays.cpp output that I have provided to answer these questions.
1. True or False: The program uses a bad data while loop to catch if the user did not pick either Fahrenheit or Celsius.
2. True or False: After the user specifies which unit of temperature the user is entering and "if else" would be a good way to direct the program to execute the correct formula.
3. What data type is used for the temperatures?
a. int
b. float
c. char
4. What data type is not acceptable for the unit of temperature?
a. float
b. char
c. string
5. Which data types are acceptable for Continue?
a. int or float
b. char or string
6. Which of these is actually an object rather than a data type? You can tell because it doesn't appear bold in the declaration section.
a. char
b. string

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
TempConvertBothWays Intro.PNG

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
15.5	59.9

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday February 10, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout: Look at the TempConvertBothWays.cpp output that I have provided to answer these questions.
1. Does the program work correctly when the user enters the word Yes to continue? Yes or No
2. What happens when the user enters d for the units of temperature?
3. Which of these is not acceptable for the user to enter for the unit of temperature?
a. Celsius
b. c
c. Fahrenheit
d. f
e. w
4. What is -4 degrees Fahrenheit in degrees Celsius?
5. What happens when the user enters 3001 for the temperature?

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
TempConvertBothWays Intro.PNG

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
15.5	59.9

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday February 9, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout:
Look at the EchoMachine.cpp program.
1. True or False: A string holds 1 or more characters.
A spaces and symbols count as delimiters that end the input stream of string being input with a regular cin statement, so to get a string that can include spaces and symbols use getline.
2. Write a line of code that use getline to read in a string into a string object when the string object identifier is Address.
A string is a character array in which each character in the array is signified by its position. The first position is 0.
3. What is the expression for the first character in a string object with the identifier Continue?

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
TempConvertBothWays Intro.PNG

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
15.5	59.9

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday February 5, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout:
1. What is the formula for converting from Celsius into Fahrenheit?
2. Solve the formula for Celsius so it will convert from Fahrenheit into Celsius.

C++ Program: TempConvertBothWays.cpp Make your TempConvert.cpp program better.
TempConvertBothWays Intro.PNG

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
15.5	59.9

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday February 4, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout (5 minutes):
Finish: Assignment Statement Syntax

C++ Program: TempConvert.cpp
Write a program to accept a temperature in degrees Celsius from the user and calculate and output the equivalent temperature in degrees Fahrenheit.
Critical Information: Programmers expect proper indenting and good comments.

Start with Continue.cpp
Use appropriate variable and constant names
Use appropriate indenting
Include comments
Accept only numbers from -100 through 3000
Test data:

Celsius	Fahrenheit
-40	-40
0	32
100	212
37	98.6
25	77
2	35.6
-4	24.8
5	41

Paper and Pencil: In your notes, plan how you could make this program better.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday February 3, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make repeat and catch bad data while using standard programming techniques to produce programs that are as good as the benchmarks.
Learning Target: Translate algebraic notation into C++ notation using the correct rules for order of operations.

Paper and Pencil Weekly Handout: (5 minutes)
1. Write what this would look like in algebraic notation in which the fraction is written with the numerator on top and the denominator on the bottom with no parentheses. 72 + (d - 88.1) / 3.5
2. Write what this would look like in algebraic notation in which the fraction is written with the numerator on top and the denominator on the bottom with no parentheses. (w - 7.7)/(2 * z) - 40.3

Critical Information: A fraction bar provides invisible parentheses that you must include when typing the assignment statement in a line of code.
Critical Information: When there is more than one thing in the numerator put parentheses around it.
Critical Information: When there is more than one thing in the denominator put parentheses around it.
Analyze: Analyze the example provided before starting the assignment.
Paper and Pencil Handout: Parentheses, Multiplication, Division, Addition, and Subtraction (due by the end of the period)
Change these formulas to assignment statements in C++ syntax, using the correct spelling and capitalization as indicated in the variable and constant declarations.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday February 2, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Evaluate conditions with relational and logical operators.

Paper and Pencil Weekly Handout: (5 minutes)
1. Evaluate for Hour = 4, Time = 780, MINUTE = 60. Show your steps.
(Hour <= 5 && Time % MINUTE != 0 || Hour/MINUTE > 2)
2. What is the sales tax rate in Pennsylvania?

Review: Relational and Logical Operators
Discuss: Order of Logical Operations
Critical Information: And out ranks Or
Paper and Pencil Handout: Evaluating Control Expressions Part II

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday January 30, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout:
1. Look at the EchoMachine.cpp program, then describe what getline is used for and how it works.
Finish all Do Nows for the week and turn in your paper with your name and dates on it.

Read Online: http://www.tutorialspoint.com/cplusplus/cpp_do_while_loop.htm
C++ Filename: DoWhile.cpp
C++ Filename: EchoMachine.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday January 29, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout: Write the opposite of each of these control expressions.
1. (x > 1 || x <= 50 && x != 0)
2. (Text == "goodbye")
3. (Num != 0)

Read Online: http://www.tutorialspoint.com/cplusplus/cpp_do_while_loop.htm
C++ Filename: DoWhile.cpp
C++ Filename: EchoMachine.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday January 28, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Weekly Handout: Write the opposite of each of these control expressions.
1. (Num > 4 && Num <= 100)
2. (Letter == 'B')
3. (Input <= -8.8 || Input > 5.5)
4. (Done)
5. (Number % 2 != 0)
6. (Number % 10 == 0)

Scratch Filename: EngineDiameter.sb (Directions in binder.) Refer to the EngineD.cpp program also.
This is the last day to have programs checked for the second marking period.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday January 27, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout:
1. True or False: A while loop that is being executed needs to have the value of the variable in the control expression change to exit the loop.
2. If the control expression is (Continue == 'Y' || Continue == 'y'), you must have what line of code for input near the end of the loop?
3. True or False: The control expression of a while loop is tested at least once.
4. True or False: The actions between the { curly braces } of a while loop are always executed at least once.
5. Explain you answer for number 4.

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Finish all back assignments.
Scratch Filename: EngineDiameter.sb (Directions in binder.) Refer to the EngineD.cpp program also.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday January 26, 2015
11:53 - 12:24
oal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout:
1. To use the square root function you must add which line of code that is a compiler directive containing the name of a header file?

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Finish all back assignments.
Scratch Filename: EngineDiameter.sb (Directions in binder.) Refer to the EngineD.cpp program also.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.